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How Can Contextualised Admissions Widen Participation?

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Achieving Equity and Quality in Higher Education

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Abstract

As with many countries, the UK is attempting to allow wider participation in higher education for all social groups. UK universities are increasingly making decisions about undergraduate admissions with reference to contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives. This chapter suggests which of the potential contextual indicators are worth pursuing and which are not of high enough quality or might lead to greater injustice. It is based on a large systematic review of prior international evidence, and individual-level student statistics for all students in England from 2006 onwards.

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Acknowledgements

This work was funded by the ESRC: grant numbers ES/N012046/1and ES/N01166X/1.

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Authors and Affiliations

  1. Durham University, Durham, UK

    Stephen Gorard, Vikki Boliver & Nadia Siddiqui

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  1. Stephen Gorard
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  2. Vikki Boliver
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  3. Nadia Siddiqui
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Correspondence to Stephen Gorard .

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Editors and Affiliations

  1. Central Queensland University, Rockhampton, Queensland, Australia

    Mahsood Shah

  2. Deakin University, Burwood, Victoria, Australia

    Jade McKay

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Gorard, S., Boliver, V., Siddiqui, N. (2018). How Can Contextualised Admissions Widen Participation?. In: Shah, M., McKay, J. (eds) Achieving Equity and Quality in Higher Education. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78316-1_14

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  • DOI: https://doi.org/10.1007/978-3-319-78316-1_14

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